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Session Submission Type: Group Panel
This is the second portion of a unique two-part panel that addresses one of the primary inequalities in education today: the divide between those who can read, and those who cannot. As noted in the introduction to part one, at a worldwide level, education systems are reproducing and perpetuating a fundamental inequality in reading that has individual, national, and global consequences.
The objective of part two of this panel is to develop a consensus-based set of recommendations for accelerating the pace at which pre-service institutions around the globe incorporate research-based preparation for the teaching of early grade reading. In accordance with the theme of the conference and the conference’s invitation to propose unique session formats, facilitators and participants will use part two of the panel to “problematize” the question of pre-service reform for improved early grade reading outcomes.
To do so, participants will split into four discussion groups, each of which will have a facilitator prepared to provide a brief description of the work-to-date in integrating early grade reading content into pre-service training in a particular country context. The facilitator will guide a discussion on how to advance, enhance, or strengthen the work underway in that particular. In each of the case studies, preliminary data based on system analyses, pilot test results, qualitative inquiries among both pre-service teacher and beneficiaries will be shared. Facilitators’ guiding questions for the case study small-group discussions may include, but will not be limited to:
1. What variables and contextual factors have to be considered in 'linking' pre-service institutions to teaching early grade reading in this particular context?
2. What kinds of basic data are needed on these institutions in order to be able to 'situate' information about reading instruction in pre-service curricula?
3. What barriers are currently being encountered in each case study to adapting pre-service education (technical constraints, cost constraints, time constraints, sustainability constraints?)
4. What solutions can be proposed, either based on presentations from part one or based on other relevant experience?
All participants will thereby have an opportunity to engage in a dialogue where they consider how the research, lessons, and best practices described in part one can apply to advancing the work of integrating early grade reading in pre-service coursework in contexts where more progress in this area is needed.
At the close of these discussions, under the guidance of the session discussant, participants will work together to derive a consensus-based road map, informed by both research and experience, of the principles and practices that all actors and institutions should bear in mind when seeking to incorporate early grade reading into pre-service teacher education. This unique approach will have the advantages of allowing participants to discuss in detail the successes and challenges unique to pre-service reform efforts, to synthesize information presented from both portions of the panel, and to leave the with a set of practical suggestions for engaging with the complicated dynamics of pre-service training so that early grade reading becomes a priority in teacher preparation.
Case Study One: Morocco (Led by the Moroccan Ministry of Education): - Mariam Britel-Swift, US Agency for International Development (USAID)
Case Study Two: Nigeria (Led by Florida State University): - Adrienne Barnes, Learning Systems Institute
Case Study Three: Indonesia (Led by Florida State University): - Helen N Boyle, Florida State University
Case Study Four: Zambia (Led by Chemonics International): - Jill Meeks, Chemonics International
A Road Map Towards Greater Equality in Reading Instruction: Concluding Discussion - Sylvia Linan-Thompson, University of Oregon